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TEACHER GUIDE

BACKGROUND

For at least 10,000 years, humans have inhabited nearlyevery corner of the Earth—only Antarctica was free ofhuman settlement. Human populations adapted to deserts,mountains, jungles, river valleys, and treeless plains, and inthe process these groups created distinctive cultures. Eachgroup used their knowledge of their environment and theirability to use tools to make shelters, gather or raise food, andfind or manipulate water to suit their needs. The isolation ofthese groups meant that strategies for survival varied fromplace to place, but similar ideas developed in completelyisolated cultures. This was the case with the domestication of plants. Agriculture revolutionized humansocieties in Central America, Asia, and the Middle East. Villages developed around the first smallfarms, and a way of life rooted firmly in one place replaced the nomadic existence of hunters andgatherers in the first farming areas. Cities, governments, and class systems developed. In short,civilization, as we know it, began.

The unique character of these civilizations remained even though material goods and ideas wereshared through trade networks linking Africa, Europe, the Middle East, and Asia. Similar networks werefound in the New World (Western Hemisphere), but changes affected by this diffusion process wererelatively slight and slow.

Through increased travel, the world became linked together, and the interchange of ideas, foods andresources, and material goods increased dramatically. The late 20th century, however, saw the pace ofchange accelerate to a degree never before imaginable. Journeys that once took months now take onlya few hours, thanks to modern air travel. Satellite communications and the Internet enable messagesto whiz around the world in fractions of a second. International capitalism and trade now tie theeconomies of the world together in numerous ways. No longer are the world’s cultures isolated.

Increasingly, peoples of the world are sharing many of the same ideas and values. There areadvantages to this, such as the possibility of an increased standard of living for many people in theworld, or the prospect of peace and increased human rights, but this globalization is also a threat to thetraditional values and beliefs of many cultures. Fear of globalization is behind everything from tradedisputes to international terrorism. The 21st century may well be focused on learning to live with thechallenges and benefits of an interconnected world.

The learning materials in this unit are instructional strategies designed to engage students in an inquirylesson devoted to understanding the development of human civilization and some of the issues relatedto the process of globalization. During their investigation, students will access the videos from the ABCNews: Classroom Edition. This teacher’s guide uses the videos as resources throughout units of study.

Ancient and Modern Cultures

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SOCIAL STUDIES STANDARDS ADDRESSED1

World History StandardsAncient and Modern Cultures Part 2: The Maya: A Case StudyUnderstand how major religious and large-scale empires arose in the Mediterranean Basin, China, and Indiafrom 500 BCE to 300 CE

Grades 5-6• Understands the commercial and cultural significance of the trans-Eurasian "silk roads" to the Roman

and Chinese Empires and the peoples of Central Asia.Grades 7-8• Understands influences on the economic and political framework of Roman society (e.g., how Roman

unity contributed to the growth of trade among lands of the Mediterranean basin; the importance ofRoman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of thePunic Wars and the consequences of the wars for Rome; the major phases of Roman expansion,including the Roman occupation of Britain).

Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1stmillennium CE

Grades 5-6• Understands the significant features of Mayan civilization (e.g., locations of Mayan city-states,

road systems, and sea routes in Mesoamerica and the influence of the environment on thesedevelopments; the role and status of elite women and men in Mayan society as indicated by theirportrayal in Mayan monumental architecture; the importance of religion in Mayan society; thestructure and purpose of Mayan pyramids; ceremonial games among the Mayans).

Grades 7-8• Understands the economic and agricultural elements of Mayan society (e.g., the extent,

importance, and composition of Mayan trade; the adaptability and importance of Mayanagricultural techniques and their connection to the rise of Mayan city-states).

• Understands social features of Mayan culture (e.g., differing views concerning the causes for thedecline of Mayan civilization, ways that Mayan myths reflect social values and daily survival skills).

AT A GLANCEIn this unit on the development of ancient and modern cultures, students explore their conceptions ofancient cultures, characteristics of civilizations, and origins of common household products in order toelicit prior knowledge and beliefs. After viewing the videos, students engage in exploringmisconceptions of ancient civilizations, the characteristics of civilization, and the issues involved inglobalization of fast-food franchises in order to demonstrate their growing knowledge of the world andthe issues of globalization and development. In the “Apply” section, students will research and analyzeselected civilization characteristics. In the “Extend” section, students apply their knowledge in severalinvestigations and problem-solving activities. In the post-unit assessment, students will decide whetheror not globalization is a modern-culture extension of the interconnectedness that they have explored inancient cultures. Students will then select or compose a definition of “globalization” that they think willrepresent the most positive interconnectedness between people of today’s civilizations and write ashort paper defending that definition.

THE BIG QUESTIONWhat developments have led to increasing interconnectedness in the world, and what doesinterconnectedness mean for the peoples of today?

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SOCIAL STUDIES STANDARDS ADDRESSED1

Grades 9-12• Understands ways in which the Mayan world view and cultural life were portrayed (e.g., the Mayan

cosmic world view and the role of Mayan deities as revealed in art and architecture, thedescriptions of social and religious life inferred in Mayan [Bonampak] glyphs and murals, what thePopul Vuh tells about the Mayan world view and creation myth and its reliability as an account ofthe Mayan world view).

• Understands Mayan achievements in astronomy, mathematics, and the development of acalendar (e.g., the place of archaeological evidence such as the "Long Count" calendar in theinterpretation of Mayan history, how achievements in astronomy affected Mayan society, the valueof mathematical innovations and the calendar to farmers).

• Understands urban planning in Mayan culture (e.g., patterns and significance of architecturalplanning and city planning in Mayan culture and the religious factors that affected these layouts).

Ancient and Modern Cultures Part 3: Global CultureUnderstands the search for community, stability, and peace in an interdependent world

Grades 5-6• Understands the impact of increasing economic interdependence in different regions of the world

(e.g., how global communications and changing international labor demands have shaped newpatterns of world migration since World War II, the effects of the European Economic Community andits growth on economic productivity and political integration in Europe, the emergence of the PacificRim economy and economic growth in South Korea and Singapore in recent decades, the effects ofnew transport and communications technology on patterns of world trade and finance).

Grades 7-8• Understands the emergence of a global culture (e.g., connections between electronic

communications, international marketing, and the rise of a popular "global culture" in the late 20th

century; how modern arts have expressed and reflected social transformations, political changes, andhow they have been internationalized).

Understands major global trends since World War IIGrades 9-12• Understands connections between globalizing trends in economy, technology, and culture and

dynamic assertions of traditional cultural identity and distinctiveness.

1Kendall, J.S. & Marzano, R.J. (2000). Content Knowledge: A Compendium of Standards and Benchmarks forK-12 Education. (3rd ed.). Reston, VA.: Association for Supervision and Curriculum Development.

MATERIALSVideos:• ABC News: Classroom Edition “Ancient and Modern Cultures” video programs

• “Part 1: Ancient Man”• “Part 2: Mayan Civilization: a Case Study”• “Part 3: Global Cultures”

• Student Activity, “Interpreting Archeological Clues”• Student Activity, “Defining Civilization”• Student Activity, “Franchise Globalization”• Student Activity, “Civilization Classification Chart”• Student Maps (make color copies and laminate)• Assessment Rubric, “Defining Globalization”

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PROCEDUREExplore:“Part 1: Ancient Man”1. Prior to viewing “Ancient and Modern Cultures Part 1: Ancient Man,” students will explore long-held

conceptions of ancient man. The guided questions on the student activity sheet will help themwatch for newly discovered archeological clues about ancient man and for those that have beeneither ignored or misinterpreted. Class discussions following the video should include questionsthat may lead to further exploration of archeological evidence and changes in human civilizations.

2. Ask students to describe pictures they have seen showing how men hunted during the Ice Age.Specifically, ask them to address the following questions.• How were the hunters dressed?• What hunting tools were they using?• What kinds of animals were they hunting?

Write the students’ responses on the chalkboard or overhead transparency so they are available forlater comparison with video information.

3. Distribute the Student Activity, “Interpreting Archeological Clues.” Have students read the questionson the sheet before you show the video “Ancient and Modern Cultures Part 1: Ancient Man” so thatthey know what information they should be watching for.

4. After students have watched the video and completed the activity sheet, conduct a classroomdiscussion using questions similar to the following:• What misconceptions have we accepted regarding the lifestyle of Ice Age people? (Student

responses might include: kinds of animals hunted for food—rabbits vs. mammoths; type ofweapons used—snares vs. spears; who did the hunting—women and children vs. young men;types of clothing—woven cloth vs. animal skins.)

• What “clues” did archeologists ignore that led to misconceptions regarding the lifestyle of IceAge people? (Student responses might include: waste dumps contained small animal skins;cave clay showed evidence of woven material.)

• How is interpreting the “clues” different when we have only a few artifacts, like those discoveredwith “The Ice Lady,” than when we have an abundance of artifacts from the four ancient citiesfound underwater off the coast of Egypt? (Student responses might include: limited numbers ofartifacts show only the specific lifestyle or burial rites of a specific person.)

• If future archeologists study the “garbage heaps” we are creating today, how do you think theymight describe our civilization? (Student responses might include: lots of throw-away plasticsthat haven’t biodegraded; bones from domesticated animals used for food; remains ofdiscarded appliances.)

5. Continue the discussion with more general questions regarding ancient civilizations and ourknowledge of them.• How do scientists develop and form theories? (Students might describe how scientists use

evidence to develop and refine new ideas.)• What kinds of evidence do archaeologists look for and use? (Student responses should include

physical evidence such as bones and other artifacts; primitive art and written records fromcultures with a written language.)

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Contemporary CivilizationsMayan Culture 1800 BC to 900 ADMesopotamia 9000 to 500 BCEgypt 3200 to 30 BCGreece 1200 to 300 BCRome 753 BC to 476 AD

• How did agriculture and the domestication of animals change human societies? (Studentresponses might include: people could settle in one place and lead sedentary lifestyles becausethey had to tend their fields; people settled in locations having a reliable water source; peoplehad a stable source of food that made wandering unnecessary; food surpluses enabledsocieties to develop social classes and allow people to become craftsmen, priests, etc. becausethey didn’t have to gather food; it led to the development of writing and complex governments.)

• A “revolutionary” change is a development or idea that completely changes the way people live.Was the development of agriculture revolutionary? What other changes in the history ofcivilization do you think of as being “revolutionary”? (Student responses could include: metalworking; the gasoline or steam engine; mass production of products; the telegraph; theInternet.)

• How does trade between cultures alter all of the cultures involved? (Students might mentionthat trade allows people to exchange things they make or harvest for things that they don’t haveor can’t make, such as iron, gold, silk, salt, and other spices. Also, students might mention thattrade serves as a conduit to share ideas and innovations from culture to culture in the processof exchanging material goods.)

“Part 2: Mayan Civilization: A Case Study”Prior to viewing “Ancient and Modern Cultures Part 2: Mayan Civilization: A Case Study,” students willexplore the concept of “civilization” and some reasons why civilizations exist, flourish, and disappear.After viewing the video, they will use the facts given to classify the characteristics of the Mayancivilization. They will then use this classification to decide whether the Mayan civilization was more orless advanced than its contemporary civilizations.

1. Ask your students questions like “What is a civilization?” (One definition reads: a state of socialculture characterized by relative progress in the arts, science, and statecraft.) List studentdefinitions on the chalkboard or overhead transparency for further reference. Continue withquestions like:• “Is there a difference between a civilization and a culture?” (Refer them to the above definition

for clarification.)• “What makes a civilization great?” (See the characteristics of civilization shown in the “Defining

Civilization” student activity sheet.)• “Where on Earth have some great civilizations existed?”

(If you have watched the “Ancient and Modern CulturesPart 1: Ancient Man” video, students should be able toidentify the Mesopotamian civilizations, the Nile Valley(Egypt), China, India, Greece, and the Roman Empire.)

• “Are any of those major civilizations still present in theworld today? Why might these civilizations have declinedand/or disappeared?”

2. Distribute the student map. Show students that all the civilizations shown in the “Ancient andModern Cultures Part 1: Ancient Man” video developed on the contiguous landmasses of Europe,Asia, and Africa. Then show students a map of the Yucatan peninsula where the Mayan civilizationdeveloped. Tell them that the video they will watch describes artifacts of the Mayan civilization. Formore than 1,000 years, the Mayans flourished, and then, around 900 AD, they abandoned theircomplex cities and returned to the jungles, but archaeologists do not know why. Possible causesinclude an insufficient food supply, earthquakes, pestilence, an invasion by outsiders, internalrebellion, or a combination of these factors. Ask students to think about these possibilities as they

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watch the video.

3. Distribute the Student Activity, “Defining Civilization.” After showing the video “Ancient and ModernCultures Part 2: Mayan Civilization: a Case Study,” have students use the second page of thestudent activity sheet to classify Mayan culture characteristics listed on page one of the studentactivity sheet. After comparing their classifications, students should decide whether the Mayancivilization was more or less advanced than its contemporary civilizations, and then defend theirpositions. Ask them what they need to know to make a better, more informed decision. Wheremight they find this information?

“Part 3: Global Culture”Prior to viewing “Ancient and Modern Cultures Part 3: Global Culture,” students will examine the labelson common household products to determine their sites of origin as an introduction to the topic ofglobalization. They will also brainstorm the positive and negative aspects of a single, well-knownproduct being available in many countries worldwide. After viewing the video, students will write aposition paper on the globalization of fast-food franchises.

1. Have students select and bring a common product to class (food, compact disc, item of clothing,magazine, etc.) with a production label from outside the United States. On the chalkboard oroverhead transparency, list the countries in which these products originated. Have studentssuggest methods for grouping these products that may indicate some of the natural resources orspecialized craftsmanship available in the exporting countries.

2. Read the text, “Coke Really is It,” toyour students. Explain that Coke andmany other U.S. products are nowavailable in dozens of countries. Askthem to brainstorm positive andnegative consequences of this. Studentsmay suggest that these products allowpeople to share common experiences.On the other hand, students maysuggest that local traditions could be lost .

3. Have students take notes on the video “Ancient and Modern Cultures Part 3: Global Culture,”especially noting the controversial importation of American fast-food franchises into the uniqueFrench culture. After watching the video, continue the classroom discussion by telling students thatsome people feel that nationalizing fast-food and discount company franchises has eliminated the“unique qualities” of American towns and cities, making them all look and feel the same. Ask howthis is similar to comments made in the video regarding the opening of McDonald’s in Paris?

4. Distribute the Student Activity, “Franchise Globalization,” on which students will write a one-pageposition paper either for or against the “globalization” of McDonald’s and other fast-foodfranchises. You may then assign students to share and defend their position papers in class.

Coke Really is ItDid you know that the Coke logo is recognized by almosteveryone in the world? According to the company’s Website, Coke products are sold in almost 200 countries. It’s aclassic example of how products and ideas can be found allover the world. In fact, the government of Iran banned theselling of the American beverage after the 1979 revolutionbecause they were symbols of “American Imperialism”.

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Apply:1. If students have viewed all three videos and completed the assignments associated with them, they

should have background in the following areas:• how archeologists interpret artifact evidence to describe ancient cultures and determine

“revolutionary” changes in human civilizations;• the concept and characteristics of a civiilzation; and• the controversy of community/culture uniqueness vs. global franchising.

2. This application activity can be used, with minor modifications, regardless of how many videos youhave shown or how many student activities your students have completed. It can also be done aseither an individual or a small group assignment.

3. Give students their choice of civilizations to research. You may wish to limit their choices to thecivilizations featured in the videos—Egyptian, Mesopotamian (Sumerian, Babylonian, or Assyrian),Greek, Roman, or Mayan.

4. After students (or groups) complete the “Civilization Classification Chart” for the civilization ofchoice, ask them to answer the questions below. If your students have already completed theclassification chart for the Mayan civilization, you may want to use these questions as acontinuation of their study.• What is the time span during which this civilization flourished?• What artifact evidence do we have to substantiate the civilization time and characteristics?• What other civilizations were contemporary with this civilization?• Would you consider your civilization to have been isolated or is there evidence of outside

influences? If so, what kind(s) of influence and what might be the source of the influence?

5. As a class, compare and contrast the characteristics of these civilizations, looking for:• reasons why some civilizations lasted longer than others;• which civilizations were more “dynamic” or vigorous than others and possible reasons for this;

and• possible reasons for the demise of these civilizations

Extend:To extend this study of ancient and modern cultures, select from the following activities.1. Students (either individually or in groups) will construct a timeline for one of the following

civilizations, using information from sources including, but not limited to,http://www.usfca.edu/westciv/history.html, http://www.mexconnect.com/mex_/history.html, andhttp://www.civilization.ca/civil/maya/mmc01eng.html :• Mesopotamian civilizations—Sumerian, Babylonian, or Assyrian• Egyptian• Greek• Roman• Mayan

a) You may require students to divide the timelines for each of the civilizations to indicate anyor all of the following sections:• early farming communities• appearance of democratic assemblies or hereditary monarchies• earliest appearance of division of labor• evidence of symbolic writing

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• evidence of trade (i.e., roads, difference in artifacts, records of accounts)• evidence of religious practices (i.e., buildings, structures, pictographs)• evidence of scientific or mathematics discoveries or advancements• evidence of the demise of the civilization

b) When students (or groups) have completed their timelines, have them compare the differentcivilizations on the basis of:• which civilization survived the longest• which civilization progressed the fastest in a given length of time (students will have to

decide by what standard they will measure “progress”)• how geographical locations of the civilizations are similar• how geographical locations of the civilizations are different• the apparent cause of their demise

2. Ask students to write comparative papers, create PowerPoint presentations, or give posterpresentations on one of the following topics:• The similarities and differences in the pyramids constructed by the Egyptians and the Mayans.

The comparisons should include the architectural design, the construction methods, and thereason for and the use of the pyramids.

• A comparison of the symbolic representations of different numbers written in Arabic, Roman,and Mayan numerals, including a counting activity using Roman numerals, base 10, and Mayanbase 20.

• Use the information in http://www.usfca.edu/westciv/history.html andhttp://www.civilization.ca/civil/maya/mmc01eng.html to make a PowerPoint or posterpresentation that:a) compares the time spans of the following periods of history with the time spans of the

Mesopotamian, Egyptian, Greek, Roman, and Mayan civilizations:• Middle Ages• Renaissance Period• Reformation Period• Enlightenment Period• Romanticism Period• Victorian Age• Modern Age• Nuclear Age• Information Age

b) includes an analysis of the trend in the length of time spans from the Mesopotamian civilizationto the present and an indication of where globalization began. A useful source for informationon this topic is www.Globalization101.org• Have students research and prepare a presentation on the similarities and differences

between the ways in which the Roman Empire and one of the early civilizations—Egyptian,Mesopotamian (Sumerian, Babylonian, or Assyrian), Greek, or Mayan—originated and theextent to which these civilizations were “globalized.”

• At one time it was said that: “The sun never sets on the British Empire.” Have studentsresearch and prepare a presentation on the similarities and differences between the ways inwhich the Roman Empire and the British Empire originated and the extent to which theseempires were “globalized.”

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AssessIn this assessment activity, students will answer three questions.1. Do you think that globalization is a modern-culture extension of the beginnings of

interconnectedness that we have explored in ancient cultures? Why or why not?

2. Although globalization has become a household word in today’s vocabulary, there is neither aconsistent nor an operational definition of the term. Select one of the definitions of globalizationbelow (or compose your own definition), and explain why you think this definition will represent themost positive interconnectedness between people of today’s civilizations.• The acceleration and intensification of economic interaction among the people, companies, and

governments of different nations.• The integration of political and cultural systems as well as economics across the globe.• The worldwide compression of space and time, and the intensification of consciousness about

the world as a whole, including economic, cultural, and physical aspects of people's lives.

3. What disadvantages do you think will result from the definition of globalization that you selected?

Distribute copies of the “Defining Globalization” student activity and the “Globalization Rubric” whenyou make the assignment.

RESOURCES

Barber, B (1995). Jihad vs. McWorld. New York: Times Books.

Coe, M. (1992). Breaking the Maya code. New York: Thames and Hudson.

Coe, M. (2000). The Maya. New York: Thames and Hudson, 1999.

Friedman, Thomas. The Lexus and the olive tree. New York: Anchor.

Ford, B. (1995). Howard Carter: searching for King Tut. New York: W.H. Freeman.

Hawkes, J. (1993). The atlas of early man. New York: St. Martin’s Press.

LaFeber, W. (1999). Michael Jordan and the new global capitalism. New York: W.W. Norton.

Menu, B. (1999). Ramesses II, greatest of the pharaohs. New York: Harry Abrams.

Reeves, N; Wilkinson, R. (1996). The complete valley of the kings: Tombs and treasures of Egypt’sgreatest pharaohs. New York: Thames and Hudson.

Schlosser, E. (2001). Fast food nation: The dark side of the All-American meal. Boston: HoughtonMifflin.

Stiglitz, J. (2002). Globalization and its discontents. W.W. Norton.

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Tedlock, D. (Date Unknown). The Popul Vuh: the Mayan book of the dawn of life. New York: Simonand Schuster.

Weeks, K. (1998). The lost tomb. New York: William Morrow.

URLs

http://maya-archaeology.org/prueba.htmlMaya Archaeology.org

http://www.bbc.co.uk/bbcfour/documentaries/profile/jose_bove.shtmlBBC Profile of Jose Bove

http://www.cas.usf.edu/GlobalResearch/University of South Florida

http://www.civilization.ca/civil/maya/mmc01eng.htmlCanadian Museum of Civilization Corporation

http://www.Globalization101.orgCenter for Strategic & International Studies

http://www.imf.org/external/index.htmThe International Monetary Fund

http://www.thebritishmuseum.ac.uk/The British Museum

http://www.thirdworldtraveler.com/index.htmlThird World Traveler

http://www.us.sis.gov.eg/Egyptian State Information Service

http://www.usfca.edu/westciv/history.htmlA Western Civilization Course offered by the University of San Francisco.

http://www.washtimes.com/upi-breaking/01052002-040729-1501r.htmWashington Times Interview with Jose Bove

http://www.wto.org/The World Trade Organization